Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Inclusive Education


Published on

Published in: Education, Health & Medicine
  • Be the first to comment

Inclusive Education

  2. 2. Let’s think together…………….. 1. What message does the video want to convey? 2. What is inclusion in education? 3. What can inclusion do to children with special needs? 4. You think inclusion will work in our schools? Why? Why not?
  3. 3. ncp
  4. 4. Session Objectives: At the end of the session, the participants are should be able to: 1. define inclusive education; 2. be aware of the legal mandates of inclusive education 3. fully understand the benefits of inclusive education 4. identify line agencies in order to build a network of support to the program 6. identify various modes of inclusion 7. appreciate inclusive education ncp
  5. 5.     All children have the right to education and learn together Children should not be devalued or discriminated by being excluded There are no legitimate reasons for segregation Adults with disabilities describing themselves as sur vivors are demanding an end to segregation ncp
  6. 6.   Segregation teaches children to be fear ful, ignorant and breeds prejudice Researches show: - children do better academically and socially in inclusive setting - inclusion help them develop relationships and prepare them for life in the mainstream ncp
  7. 7. - Only inclusion has the potential to reduce fear and build friendship, respect and understanding - There is no teaching or care in a segregated school that cannot take place in an ordinar y school - Given commitment and suppor t, inclusive education demonstrates ef ficient use of resources ncp
  8. 8.  •  • MDG in Education Achieve universal primary education EFA Goal GOAL: Basic Competencies for Everyone to Achieve Literacy for All ncp
  9. 9.  Magna Carta for Disabled Persons (Republic Act 7277, 1995) “provides for the rehabilitation, self-development and selfreliance of disabled persons and their integration into mainstream society.”  Policies and Guidelines in Special Education (Revised,1997) “The ultimate goal of special education shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually ncp into the community. “
  10. 10. ’… “ the fundamental principle of inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have” (Handbook on Inclusive Education, 1999). ncp
  11. 11. “ Institutionalization of SPED Programs in All Schools” – there should be at least one SPED Center organized in ever y division and eventually in ALL Schools. ncp
  12. 12.  “Inclusive Education As Strategy for Increasing Par ticipation Rate of Children” – to address and guarantee the right of children with special needs to receive appropriate education within the regular or inclusive classroom setting ncp
  13. 13. A process by which schools attempt to respond to all pupils as individuals by reconsidering its curricular organization and provision  Schools build capacity to accept all pupils from local community thus reduces the need to exclude pupils  ncp
  14. 14.  Education of students with disabilities in regular setting under the responsibility of regular education teacher with support services from SPED teacher and other significant persons ncp
  15. 15. ncp
  16. 16.       Children with Learning Disabilities Children with Visual Impairment (the Low Vision & the Blind) Children with Hearing Impairment ( the Hard of Hearing and the Deaf) Children with Autism Spectrum Disorder Children with Intellectual Disabilities Others ncp
  17. 17. ncp Children with Learning Disabilities •Also known as learning disorders is a term used to wide variety of learning problems. describe a *not a problem with intelligence or motivation *Kids with learning disabilities aren’t lazy or dumb but: -Their brains are simply wired differently that affects how they receive and process information; so they see, hear, and understand things differently. -there is trouble with learning new information and skills, and putting them to use -most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.
  18. 18. ncp Can kids with leaning disabilities succeed in schools? (Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Segal, Ph.D, February 2013.) Most kids with learning disabilities are just as smart as everyone else. They just need to be taught in ways that are tailored to their unique learning styles. By learning more about learning disabilities in general, and your child’s learning difficulties in particular, you can help pave the way for success at school and beyond.
  19. 19. ncp Preschool signs and symptoms of learning disabilities -Problems pronouncing words -Trouble finding the right word -Difficulty rhyming -Trouble learning the alphabet, numbers, colors, shapes, days of the week -Difficulty following directions or learning routines -Difficulty controlling crayons, pencils, and scissors or coloring within the lines -Trouble with buttons, zippers, snaps, learning to tie shoes
  20. 20. ncp Ages 5-9 signs and symptoms of learning disabilities -Trouble learning the connection between letters and sounds -Unable to blend sounds to make words -Confuses basic words when reading -Consistently misspells words and makes frequent reading errors -Trouble learning basic math concepts -Difficulty telling time and remembering sequences -Slow to learn new skills
  21. 21. ncp Getting help for children with learning disabilities -Turning to specialists who can pinpoint and diagnose the problem is important. -Encourage parents of children that show signs of LD so that they can with the school to make accommodations them and get specialized academic help. -teachers must be very keen at identifying children’s behavior in school so that they can provide options/recommendations to the children’s parents and get the necessary help whenever available.
  22. 22. ncp Children with Visual Impairment (the Low Vision & the Blind) -Visual impairment is a decreased visual acuity and field of vision relative to the fully sighted population -the term can cover a range of eye conditions from individuals with total congenital blindness to individuals whose sight is not considered normal but who have some useful vision -
  23. 23. ncp What can be done to help someone with visual impairment? -Provide a good support and counseling for both the parent and the VI --acceptance of the parties involved is important --Provide the low vision child with low vision aids, brailing machine (if blind), large print books and other magnification and educational aids -Provide adequate arrangements for the VI’s when mainstreamed in regular classes (visiting teachers, etc)
  24. 24. ncp “Hearing Impaired” - is a technically accurate description of someone who is hard of hearing or who has no hearing ... however, many Deaf, hard of hearing and late deafened people prefer not to be called impaired. They don't want to be primarily defined by their lack of (or poor) hearing.
  25. 25. ncp Signs in children with Hearing Impairment -is delayed in learning to talk, or they are not clear when they speak -Have difficulty understanding what people are saying? -Seem to speak differently from other children his or her age? -often asks you to repeat yourself -often talks very loudly -Complain of earaches, ear pain or head noises? -often turns up the volume of the TV so that it is very loud
  26. 26. ncp Autism spectrum disorders (ASD) -are complex developmental disorders that affect children by disrupting their ability to communicate and interact socially. -since it is a spectrum disorder, there is wide variation in how it affects each person. Individuals with ASD vary widely in their needs, skills and abilities but most have common types of characteristics including: a. difficulties with communication and social interaction b. repetitive interests and activities c. unusual attachments to objects or routines
  27. 27. ncp Possible Signs of ASD (adated from First Signs). Note: A child does not need to demonstrate all of these behaviours in order to be referred for an assessment. *seems disinterested in sharing enjoyment with others *does not speak, or uses very few words *appears to understand very little *may seem deaf or does not respond when name is called *has unusual sensitivity to light or sound
  28. 28. ncp Possible signs and symptoms of ASD…………… *may walk on his or her toes *when excited, may flap hands *may not make eye contact as other children do *may resist cuddles and hugs *has frequent tantrums when required to do anything new or when asked to change activities without advance warning
  29. 29. ncp Possible signs & symptoms of ASD…………… *does not point to show you interesting things *does not engage in make-believe play *may line up toys and obsess on strange objects *does not show objects to others *does not look where you are pointing *like things to be done the same way all the time *exhibits loss of social play or language skills
  30. 30. ncp The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorised into two sets of behavioural problems. These are: *inattentiveness *hyperactivity *impulsiveness .
  31. 31. ncp Impulsiveness The main symptoms of impulsiveness are: *being unable to wait for a turn *acting without thinking *interrupting conversations *little or no sense of danger
  32. 32. ncp Hyperactivity The main symptoms of hyperactivity are: *being unable to sit still, especially in calm or quiet surroundings *constantly fidgeting *being unable to settle to tasks *excessive physical movement *excessive talking
  33. 33. ncp The main symptoms of inattentiveness are: *a short attention span *being easily distracted *making careless mistakes, for example in schoolwork *appearing forgetful or losing things *being unable to stick at tasks that are tedious or time consuming *being unable to listen to or carry out instructions *being unable to concentrate *constantly changing activity or task *having difficulty organising tasks
  34. 34. ncp
  35. 35.  For the Administrator and Teachers  For All Parents  For the Pupils ncp
  36. 36. let us make curriculum and instruction appropriate for all ncp
  37. 37.    Link with DepED (SPED-BEE) , LGUs, civic organizations for assistance Coordinate with SPED Centers for models of the resources Solicit parents commitment for suppor t of students’ needs ncp
  38. 38. ncp
  39. 39.   Obser ve process of assessment Checklist on the Readiness for Inclusion (by categor y - cognitive functioning - academic readiness - emotional maturity - social adaptability ncp
  40. 40. Initial observation (parents, teachers, or concerned individuals) - Give exact description of the observed characteristics Compare to checklist of normal development and high risks signal Refer to principal, nurse, or appropriate local agency (parent permission) Get parents’ permission for screening and identify services being received Get parents’ permission for screening and identify services being received Parents agree Screening Diagnosis -Health, vision, hearing, educational In depth diagnosis by the multi disciplinary team -get a copy of the child’s previous medical records Problem not confirmed Medical problems noted Notify parents, refer for appropriate medical services Problem confirmed Parents notified of right to appeal Multidisciplinary staff conference: IEP developed Educational problems noted Refer for diagnostic study Continue observation in present placement Problem corrected by medical services Placement with special services noted in IEP Problem corrected by medical services Continue with present placement Problem not corrected by medical service IEP committee reviews at least once a year and make necessary revisions Request parental permission for classroom ncp assessment
  41. 41. Model 1: Regular Schools with Special Education (SPED) Center as Resource Center for Inclusion = “school within a school” concept = assessment center that recommends placement = provides learning resources = provides support services Model 2: Regular Schools with trained SPED teachers ncp
  42. 42.  Full inclusion with the regular teacher only  Full inclusion with both the regular and SPED teacher  Inclusion with pull out program for the special instruction from a SPED teacher or other specialists  Combinations of the above ncp
  43. 43.     SPED Teacher Suppor t/ Shadow Teacher Allied Medical Professionals - Physical Therapist - Occupational Therapist - Speech Pathologist Parents Volunteers ncp
  44. 44.    Team teaching by the regular and SPED teacher Supplementar y/complimentar y instruction provided by the SPED teacher/other specialist Provision of specific suppor t ser vices ncp
  45. 45. ncp Music Video: A Song Dedicated to all the Children with Special Needs
  46. 46. ncp